Case Based Interprofessional Learning versus Traditional Teaching Methods for Medical, Nursing, and Physiotherapy Students

Abstract

Introduction: The traditional teaching method is a teacher centric approach with little involvement from the students. In contrast to that, case-based interprofessional learning (CBIL) is a self-directed learning strategy using case scenarios with the understanding of interprofessional roles and is a student centric learning. Introducing CBIL as a teaching/learning (T/L) strategy for undergraduate healthcare students and assessing its effects on students were the goals of this project. Methods: 134 MBBS, physiotherapy, and nursing final-year students participated in the study. In both traditional teaching and CBIL as self-directed learning techniques, cases with distal end radius fracture and prolapsed intervertebral disc were taught. Pre-post multiple choice question examinations were used for evaluation. The students' opinions of the two teaching strategies were asked. Results: The student's performance on the CBIL post-test was better than the post-test results from Traditional Teaching techniques, indicating a significant difference in their knowledge acquired (P Conclusion: CBIL can be used in conjunction with conventional teaching methods. It encourages students to collaborate as a team and learn on their own. It also develops their abilities for critical thinking and problem solving.